Comprehension and production practice in grammar instruction: Does their combined use facilitate learning of English tense and aspect?

This article presents the results of an experimental study investigating the differential effects of two grammar teaching options on learning tense and grammatical aspect. The treatment conditions were implemented with young adult EFL learners in two first-year classes at the university level.The first group was given comprehension practice only, the second group was given both comprehension and production practice. Descriptive statistics indicated that the second group outperformed the first group. However, the statistical analysis (ANOVA) revealed that the instructional effect did not amount to statistically significant learning gains.